(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 9.0: Respiratory System. This module on the respiratory system is the ninth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experiences. Module objectives are for students to develop trade-related Spanish/English vocabulary, to describe the function of the respiratory system, to define the process of inhaling and exhaling, and to describe types of breathing and the breathing process. Contents include list of module objectives; pretest; four sections on (1) respiratory system, (2) inhaling and exhaling, (3) different types of breathing, and (4) the breathing process; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate…
(1975). UNESCO-FIPLV Symposium on \Teaching the Children of Immigrants,\ January 27-31, 1975, Report. The conclusions of the UNESCO-FIPLV symposium on the education of the children of migrant workers are reported here. It is felt that the scope and nature of migration creates many different and complex interrelated problems that call for interdisciplinary approaches, both on a national and an international level. The objectives of the education of migrant children are to: (1) integrate them into a multicultural society; (2) make it possible for them to enjoy equal opportunities both in educational and sociocultural development; (3) foster their native language and culture; (4) involve the migrant parents in the education of their children; (5) involve the various countries in a cooperative educational effort; and (6) make all members of society aware of the role that everyone can play in the education and social integration of migrant children. The recommendations of the symposium to the various countries involved deal with: (1) the reception of migrant families into the host…
(1973). Texas Migrant Labor. 1973 Annual Report. The Good Neighbor Commission of Texas, organized under a 1943 Federal grant and later constituted as a State agency, coordinates the work of the Federal, State, and local governments in improving travel and working conditions of migrant farm workers. The basic responsibilities presented in its 1973 annual report are: (1) surveying conditions and determining problem areas for migrants and (2) developing, in coordination with State agencies, specific programs to meet the needs of agricultural workers and their families. An overview of Texas migrant labor describes the emergence and final domination of the seasonal agricultural labor force by Spanish speaking people (primarily Mexican American). The report also discusses Texas agriculture and migrant labor, alien labor and immigration, and vocational programs for migrants. Current developments in education, housing, health, jobs, and economics are also presented. Brief recommendations which would result in direct and immediate benefit… [PDF]
(1972). A Selective Bibliography of Doctoral Dissertations in Modern Language Education. This bibliography of doctoral dissertations completed from July 1961 through June 1971 in modern language education is a study of trends which suggest new directions for further research in foreign language learning and teaching. Some 841 dissertations are listed under these categories: (1) general, (2) linguistics, (3) culture, (4) teaching the foreign literature, (5) curriculum in foreign languages, (6) physiology and psychology of language learning, (7) bilingualism, (8) teacher education in foreign languages, (9) methods in foreign language teaching, (10) teaching English to speakers of other languages, (11) equipment, and (12) testing the foreign language. Dissertations of a strictly literary or linguistic nature are not included in the bibliography. Most of the items pertain to the commonly taught foreign languages; abstracts are not included. (RL)… [PDF]
(2003). A Review of the Research Literature on the Influences of Culturally Based Education on the Academic Performance of Native American Students. Final Paper. There is a widespread, firm belief among Native American communities (American Indians, Alaska Natives, Native Hawaiians) and among professional Native educators that meaningful educational experiences require an appropriate language and cultural context. From their perspective, such context supports the traditions, knowledge, and language(s) of the community as a starting place for learning new knowledge. This review collects, reports on, and critically analyzes the research literature to determine whether a culturally based education (CBE) curriculum improves the school performance of American Indian, Alaska Native, and Native Hawaiian students. Introductory sections discuss events of the past three decades supporting development of CBE, three theories underlying CBE interventions, an operational definition of the elements of CBE, definitions of experimental and quasi-experimental research, and the difficulties in conducting such research. The review found only four studies that… [PDF]
(1997). Creating Culturally Responsive Classrooms. This action guide helps teachers understand student differences from an environmental and contextual perspective, explaining how to better engage students in the learning process so they can increase their academic performance. The guide focuses on students who are African American, American Indian, Mexican American, and Hmong. Section 1, "Introduction: A Vision of the Future," presents underlying assumptions and explains the guide's goals. Section 2, "Understanding Cultural Backgrounds," discusses culture as the backdrop for learning, focusing on African American, American Indian, Mexican American, and Asian American cultural styles and cultural style in the schools. Section 3, "Understanding How Culture Influences Motivation," explains how to create a culturally compatible classroom and offers an example of a culturally responsible learning community. Section 4, "Identifying Ways to Structure a Culturally Compatible Classroom," discusses…
(1991). Professional Development Needs of Teachers Who Serve Exceptional Language Minorities in Today's Schools. Teacher Education and Special Education, v14 n1 p11-18 Win. This article discusses educational reform and personnel preparation in relation to dramatic changes in student demography. Professional development needs of teachers serving exceptional language minorities are delineated, including competencies such as understanding first- and second-language acquisition, using appropriate instructional approaches, and effective organization and management of instruction. (Author/PB)…
(2001). Basta Ya! Latino Parents Fighting Entrenched Racism. Bilingual Research Journal, v25 n1-2 p89-114 Win-Spr. In response to their children being turned away from the bilingual school, a group of Latino parents organized to pressure the Lompoc (California) Unified School District to guarantee educational equity. A systemic analysis of components leading to parental activism focuses on leadership, knowledge as power, cultural conflicts, anti-immigrant sentiments, planned strategies, and lack of trust. (Contains 24 references.) (TD)…
(1979). Parlier High School. P.A.S.S. Program (Portable Assisted Study Sequence) 1978-79 Year-End Report. An Appraisal of the First Year and Recommended Activities and Strategies of the P.A.S.S. Program Advisory and Review Committee. The Portable Assisted Study Sequence (P.A.S.S.) Program, a pilot high school program designed to support California migrant student graduation through the use of competency based credits and portable learning packets, more than met its goals and objectives in 1978-79. Evaluation was by questionnaire, to which 16% of the surveyed P.A.S.S. students and parents, contact persons, administrators, and Migrant Regional Directors responded. As of June, 1979, 803 students had been served by P.A.S.S.; 60 P.A.S.S. students, earning a mean of 8.38 P.A.S.S. credits, had completed graduation requirements. The most utilized courses included general math, American government, U.S. history, reading, and English. Content and procedures of all Learning Activity Packets had been revised and their translation into a Spanish/English format had begun. Two new courses, instead of the projected ten, had been added. Existing office procedures had been revised. Respondents' attitudes towards P.A.S.S. were…
(1977). Minnesota Bilingual Vocational Training Project. Final Report. Organized in September, 1975, to facilitate the vocational training of limited English-speaking Latinos, the Minnesota Bilingual Vocational Training Project (MBVTP) was centered at St. Paul Technical-Vocational Institute. Staff included director, job specialists in charge of recruitment, programming, counseling retention, and job placement, and vocational teachers who developed a program of preparatory studies. Activities included (1) increasing Latino awareness of all possible occupational areas, (2) facilitating their admission into the training program of their choice, (3) remaining cognizant of the special characteristics that have previously prevented them from succeeding in vocational institutes and providing them with counseling and special support services to enable them to utilize existing training facilities and resources, thus insuring not only their recruitment, but also their successful completion of the program and subsequent job placement, and (4) mainstreaming the…
(1977). A Model for the Implementation of Bilingual Vocational Training. Final Report. Objectives of this second-year program conducted at a community college skill center were to recruit individuals of limited English background and provide them with academic and vocational training to prepare them to enter and advance in occupations, using parallel courses in Spanish (e.g., English-as-a-Second-Language) to achieve this goal. Students recruited were offered career and placement counseling, language instruction as needed, basic job-related communication and computation skills, and training in the following programs: industrial sewing machine repair mechanic, industrial sewing machine operator, radio and television repair technician, opthalmic dispensing technician, building trades, cash register management, clerical business office procedures, general education diploma (G.E.D.), and English-as-a-Second Language/Job-Related-English (ESL/JRE). The skills center staff developed much of the curriculum and used an individualized approach to instruction. Negotiations were…
(1977). Curriculum Design for Native Americans: A Selected Topics Bibliography of ERIC Documents. Drawn from issues of "Resources in Education" (RIE) and "Current Index to Journals in Education" (CIJE), this bibliography provides a comprehensive guide to resource materials, research findings, and developments related to curriculum design or development for Native Americans. Each citation is headed by an ERIC accession number. Both RIE and CIJE citations appear in numerical order according to accession number. RIE abstracts contain subject, author(s), and institution indexes, along with document resumes which include the ERIC accession number, author(s), title, source(s), date of publication, ERIC Document Reproduction Service prices or an alternate availability. CIJE abstracts have brief notations rather than the lengthier RIE abstracts and are provided when it is thought the article cannot be adequately described by a combination of major and minor descriptors, identifiers, and by information in the title. Each journal citation includes the publication date,… [PDF]
(2002). Language Shift among the Navajos: Identity Politics and Cultural Continuity. Despite public discourse affirming the importance of maintaining the Navajo language and despite extensive language maintenance efforts by Navajo schools, the Navajo people are experiencing a rapid shift from Navajo to English. This book draws on fieldwork conducted in the small community of Tsaile, on the Navajo Reservation in northeastern Arizona, and focuses on an ideological component in this language shift. Diverse and contradictory ideologies held by Navajo people about their subordination to the dominant American society have led to language and cultural choices and behaviors that contribute to this language situation and that will continue to erode the language. Language and cultural attitudes are organized around a dichotomy that represents the Navajos and the United States as essentialized opposites. The pervasive existence and consequences of the friction between the ideological positions represented by this dichotomy are substantiated through analysis of the contexts of…
(1998). Foreign Language Teaching in Germany. Bildung und Wissenschaft, p2-32 Apr. This theme issue of "Bildung und Wissenschaft" explains the importance of multilingualism in today's world, focusing on foreign language instruction in Germany. It examines the following issues: "Multilingualism in a Changing World"; "The Significance of Foreign Languages for Germany"; "Foreign Languages in Schools: The System–A Few Basic Facts"; "The Hamburg Agreement"; "Exchanges and Encounters"; "Foreign Languages and 'Bildung'"; "Guidelines: The Official and Secret Curriculum"; "New Approaches to Foreign Language Teaching"; "The Expectations of the Customers"; "Foreign Language Teaching in Vocational Schools"; "Bilingual Curricula and Bilingual Lessons"; "An Early Start"; "Teacher Training"; "Further Training for Teachers"; "Multilingualism and the Position of English"; "EU Programmes: Their Impact on Foreign… [PDF]
(1995). Mainstream Classroom Teachers and ESL Students. TESOL Quarterly, v29 n1 p189-96 Spr. This case study argues that teachers are ill-prepared to give English-as-a-Second-Language students the instruction they need for integration into mainstream classrooms, and advocates ongoing teacher study groups as a replacement for traditional one-shot workshops. (Contains 21 references.) (LR)…